Keyword: «individualization of education»

The article discusses the features and prospects SERST (system of new information technologies) in the educational process of modern high school.

The article presents the didactic possibilities of online learning for schoolchildren. This innovative method, according to the author, not only provides distance learning for schoolchildren, it promotes the development of a new culture of learning, communication, cooperation, and knowledge acquisition in a digital format. It is emphasized that the phenomenon of online learning is based on the implementation of modern educational principles of openness of learning. It is concluded that the educational process in the implementation of online learning will be able to reach a new level and will allow the educational organization to achieve qualitative and quantitative indicators. In this process, the teacher becomes part of the global "educational mechanism".

The article examines the importance and specifics of the use of health-saving technologies in the educational process of sanatorium-type schools. The main directions and forms of work aimed at preserving and strengthening the health of students with impaired health are revealed. The author focuses on the need to individualize learning, create a favorable educational environment, and introduce psychological, pedagogical, and physical fitness methods. The role of the teaching staff in the implementation of an integrated approach to the rehabilitation of students is substantiated. The conditions of effective functioning of a health-saving environment in institutions of this type are presented.

The article is devoted to the problem of developing the subjectivity of a modern schoolchild in the context of individualization of education. The paper considers pedagogical support (tutoring) as a key mechanism that ensures the student’s transition from the position of an object of pedagogical influence to the position of an active subject of their own educational activity. The author analyzes the theoretical foundations of the subject approach, clarifies the conceptual framework, and identifies the structural components of subjectivity (activity, autonomy, ability to reflect, and responsibility for choice). Special attention is paid to the specifics of tutor support: the principles of openness, variability, and eventfulness. The article presents practical aspects of implementing tutoring practices in secondary schools and proves their effectiveness in forming students’ conscious attitude towards learning and life self-determination. It is concluded that tutoring acts not just as a teaching method, but as a humanitarian technology aimed at unlocking the child’s personal potential.